This week, I began my second course in my Educational Technology and Leadership Masters program. When I first discovered I was enrolled in a research course, I will admit that I was somewhat less than enthusiastic to begin. I assumed that I would be doing lots of reading, online publication searches, and developing of some sort of extended essay or paper. I prepared myself for that sort of stereotypical "research" but wondered exactly how it could be a meaningful part of this leadership program.
After completing the first readings and assignment, I feel more excited and motivated to move forward. My course focuses on action research, which is nothing like traditional research models. Instead of doing extensive reading, computer searches, and analyzing things that have already been done to come up with a right or wrong answer, an action research plan requires me to develop my own topic and methods for investigation.
The action research process typically runs in a cycle - the teacher/administrator poses questions, reviews current data and literature, then develops and implements new strategies. Observations are made, feedback is gathered continuously, and practices are adjusted. We share findings with other stakeholders, and new questions are usually formed for further research through collaboration and discussion. This type of project requires engagement, reflection, and, well, actual ACTION to develop strategies for an issue that I identify on my own campus. I feel energized to create my action research plan because the model helps me feel more ownership and in-control of the goals and outcomes of my project. I also really appreciate the fact that action research allows me to essentially customize and direct my own professional development to something that is meaningful and relevant to my current situation.
I am exploring the idea researching how I might implement some aspects of the "flipped classroom" model into my 6th grade Science class. As I am just beginning the process, I definitely have more questions than answers or guidelines at this point. Will this sort of instructional model be effective and appropriate for the maturity and needs of 6th graders? What problems might I face related to computer access or increased time requirements for students outside of normal school hours? How will I effectively measure results and communicate them to leaders to facilitate change to the current system? I'm sure I will come up with even more questions as I continue the process, but it seems like that is a pretty common occurrence in the world of action research!
